School WiselyBeta

Keble Preparatory School[1]

Independent · ages 3–13

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Headline results

No headline results are published for this school in the latest two years.

Results

No published data for this school.

Ofsted

No published data for this school.

Competition to get in

No published data for this school.

Character & practicalities

Type
Other independent school[1]
Ages
3–13[1]
Boys / girls
Mixed[1]
Admissions
Non-selective[1]
Sixth form
No[1]
Boarding
No boarders[1]
Capacity
256[1]
Local authority
Enfield[1]
Website
www.kebleprep.co.uk[1]
District
Enfield[2]
Postcode
N21 1BG[1]
URN
102060[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll
190 2024/25[3]
SEN support
15.3% 2024/25[3]
EHC plan
2.6% 2024/25[3]
Free school meals in the last 6 years
0% 2024/25[3]

Practicalities

Admissions contact
The contact details for admissions include email lmiltiadous@kebleprep.co.uk and phone number 020 8360 3359. 2026-10-14[4]
Occasional places
The school occasionally has available spaces across classes from Years 1-8. 2026-10-14[4]
Open events
Keble Prep School hosts an Open Morning on Saturday 10 October 2026 from 10am to 12pm, including individual tours and refreshments, and also offers mid-week individual tours by appointment. Entry Sept 2027[5]

In the inspectors' and the school's words

Academic
Pupils typically demonstrate high levels of effort, motivation and enthusiasm. However, not all data relating to pupils’ ability and achievement is consistently evaluated. Consequently, leaders do not always have well-considered evidence to identify trends precisely or plan effectively for pupils’ next steps.[6]
Warmth
Leaders successfully foster an environment where pupils feel supported, respected and valued as individuals Teachers consistently adopt a supportive and encouraging approach to engage pupils in their learning.[6]
Pastoral care
Leaders prioritise pupils’ mental and emotional wellbeing Activities such as meditation, art therapy and time with the school dog help them manage emotions and build resilience.[6]
Behaviour
Teaching is encouraging and the learning environment is calm and purposeful. Staff address any instances of bullying promptly and in line with the school’s anti-bullying policy.[6]
Learning support
Teachers effectively support pupils who have SEND, including those who have an education, health and care (EHC) plan. Most pupils who speak EAL achieve or exceed age-related expectations.[6]
Enrichment
They participate well in a wide range of clubs and outdoor learning, developing their skills and interests. Pupils participate actively in a broad range of sports and clubs, such as fishing, darts and coding[6]
Pupil voice
Roles such as house captain, head pupil and school council representative allow pupils to influence and support the school community. Leaders seek feedback on the RSE curriculum from pupils and parents, for example through surveys.[6]
Independence
Pupils review their work thoughtfully, for example by using multimedia journals including photographs, videos, audio recordings and drawings[6]
Collaboration
Children play calmly and co-operatively in well-equipped classrooms and secure outdoor areas. Pupils also support others by helping to lead activities, such as running club or darts club, supporting their peers to build skills and confidence.[6]
Structure
Staff apply a clear behaviour policy that sets out expectations, rewards and sanctions. They use it fairly and consistently. teachers encourage children’s social development by promoting a warm, structured environment[6]
Diversity
The school has identified English as an additional language for 22 pupils. Pupils also share their own cultural backgrounds, discussing food and musical traditions with insight and knowledge.[6]
Sport
Leaders ensure that the physical education (PE) programme includes all pupils and provides a wide range of sports, activities and exercise to promote pupils’ physical health.[6]
Performing arts
They gain valuable cultural perspectives through drama, literature and music, including performances in assemblies. They invite and welcome local care home residents to school productions[6]

Sources

  1. Department for Education: Get Information About Schools: all establishments. Period 2026-10-14, published 2026-10-14. Publication page. Data file. Licence: OGL-3.0.
  2. Office for National Statistics: Parish to Ward to Local Authority District (May 2026) Lookup in EW. Period 2026-05-01. Publication page. Data file. Licence: OGL-3.0.
  3. Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
  4. kebleprep.co.uk: kebleprep.co.uk — Admissions. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (2)
    If you would like to discuss this entry point, please email the Head of Admissions, Mrs Louisa Miltiadous at lmiltiadous@kebleprep.co.uk or phone 020 8360 3359. (p. 1)
    Occasionally, we may have available spaces across our classes from Years 1-8. (p. 1)
  5. kebleprep.co.uk: kebleprep.co.uk — Open days and visits. Period 2026-10-14. Licence: copyright-quoted.
    Quotes (3)
    Visit us on Saturday 10th October between 10am-12pm. The morning will include an individual tour followed by refreshments and an opportunity to ask questions. (p. 1)
    Can't make an Open Event? No need to worry! We also offer individual, mid-week tours, providing another chance to see us during a normal Keble day. (p. 1)
    Please note that places are limited so if you would like to book a place at an event, please get in touch with our Admissions Team, either by filling in the Come and Visit Form below, by calling 0208 360 3359, or by emailing admissions@kebleprep.co.uk. (p. 1)
  6. reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
    Quotes (24)
    Leaders ensure that the physical education (PE) programme includes all pupils and provides a wide range of sports, activities and exercise to promote pupils' physical health (p. 10)
    Leaders successfully foster an environment where pupils feel supported, respected and valued as individuals (p. 5)
    Teachers consistently adopt a supportive and encouraging approach to engage pupils in their learning (p. 7)
    Pupils typically demonstrate high levels of effort, motivation and enthusiasm (p. 7)
    However, not all data relating to pupils' ability and achievement is consistently evaluated. Consequently, leaders do not always have well-considered evidence to identify trends precisely or plan effectively for pupils' next steps (p. 7)
    Leaders prioritise pupils' mental and emotional wellbeing (p. 3)
    Activities such as meditation, art therapy and time with the school dog help them manage emotions and build resilience (p. 3)
    Teaching is encouraging and the learning environment is calm and purposeful (p. 3)
    Staff address any instances of bullying promptly and in line with the school's anti-bullying policy (p. 9)
    The school has identified English as an additional language for 22 pupils (p. 15)
    Pupils also share their own cultural backgrounds, discussing food and musical traditions with insight and knowledge (p. 11)
    Staff apply a clear behaviour policy that sets out expectations, rewards and sanctions. They use it fairly and consistently (p. 9)
    teachers encourage children's social development by promoting a warm, structured environment (p. 11)
    They participate well in a wide range of clubs and outdoor learning, developing their skills and interests (p. 3)
    Pupils participate actively in a broad range of sports and clubs, such as fishing, darts and coding (p. 8)
    Roles such as house captain, head pupil and school council representative allow pupils to influence and support the school community (p. 11)
    Leaders seek feedback on the RSE curriculum from pupils and parents, for example through surveys (p. 9)
    Pupils review their work thoughtfully, for example by using multimedia journals including photographs, videos, audio recordings and drawings (p. 7)
    Children play calmly and co-operatively in well-equipped classrooms and secure outdoor areas (p. 9)
    Pupils also support others by helping to lead activities, such as running club or darts club, supporting their peers to build skills and confidence (p. 11)
    They gain valuable cultural perspectives through drama, literature and music, including performances in assemblies (p. 11)
    They invite and welcome local care home residents to school productions (p. 12)
    Teachers effectively support pupils who have SEND, including those who have an education, health and care (EHC) plan (p. 7)
    Most pupils who speak EAL achieve or exceed age-related expectations (p. 7)